secret

Find all educational Solutions Here...

Search here

secret

RMU Professional Workplace Communication/Talerico Questions for LA Reading 1: “Simplicity,” William Zinsser, 201-206 “The Maker’s Eye: Revising Your Own Manuscripts,” Donald M. Murray, 194-198 Please read the two articles—“Simplicity” and “The Maker’s Eye: Revising Your Own Manuscripts.” Then, answer the following questions in complete sentences, typed and double-spaced (every line); use 12-point type. The answers are due in class on Tuesday, September 8, when we will discuss them. “Simplicity,” William Zinsser, 201-206 1. What document or set of instructions have you read that you found wordy and difficult to read? How did you handle the situation? 2. What does Zinsser mean when he writes, “Our national tendency is to inflate and thereby sound important” (201)? Why is writing often like this? 3. What does the author say is the secret of good writing? Why is this secret important? 4. How can we, according to Zinsser, write clearly and simply? 5. Why is clear writing so important to today’s readers? 6. What two questions must the writer always ask? How might asking these questions during your writing—and when you are finished writing—improve your drafts? “The Maker’s Eye: Revising Your Own Manuscripts,” Donald M. Murray, 194-198. 7. Murray lists many qualities of professional writers. What are three of them? 8. Why would science-fiction writer Ray Bradbury put away for one year a manuscript he has written, and then reread it “as a stranger” (195)? What would be the value of this? 9. For each of the following quotes by professional writers, write one sentence that summarizes the main point the writer is making: a) Nancy Hale: A writer “should be critical of everything that seems to him most delightful in his style. He should excise what he most admires because he wouldn’t thus admire it if he weren’t…in a sense protecting it from criticism” (195). b) John Ciardi: “The last act of the writing must be to become one’s own reader. It is, I suppose, a schizophrenic process, to begin passionately and to end critically, to begin hot and to end cold; and more important to be passion-hot and critic-cold at the same time” (195) c) Eleanor Estes: “The writer must survey his work critically, coolly, as though he were a stranger to it. He must be willing to prune, expertly and hard-heartedly. At the end of each revision, a manuscript may look…worked over, torn apart, pinned together, added to, deleted from, words changed and words changed back. Yet the book must maintain its orginal freshness and spontaneity” (195). d) Roald Dahl: “Good writing is essentially rewriting” (196). 10. Why do most readers, as Murray states, “underestimate the amount of rewriting it usually takes to produce spontaneous reading” (195)? Do you fit into this category? 11. List the 8 things the author says writers look for in creating their drafts. For each item on your list, write one sentence explaining what it means. 12. What are some of the things Murray says writers begin to learn by writing? Have you ever experienced any of these things when you were writing? Explain your answer. 13. What does Murray means when he states, “A piece of writing is never finished” (198)?

Team Project Specification – “Outsmart the Computer” Due: 11:59 P.M. Tuesday, April 25, 2017 The project is to design and write a C++17/FLTK computer game program with a graphical user interface. The object of the game is to keep the computer from guessing the player’s next choice of two possible values. We will call the choices “heads” and “tails” below, but you are free to use maroon/white, on/off, up/down, 0/1, etc. instead. The player starts by making a certain number of choices, attempting to be as random as possible, which the computer observes. Then for each of the following choices the computer guesses in advance, and then compares its guess to the next choice. For difficulty level 1 (see below) there are 32 choices in the observation phase and 32 choices in the guessing phase. The player earns 10 points for each choice the computer guessed wrong, so for difficulty level 1 the maximum score is 320. The program must: 1. Start with an attractive splash screen showing (at least) the name of the game, the team number, and the team members’ names. Feel free to add team members’ pictures, play music, etc. Have a START button which then explains how to play the game. 2. Ask for a difficulty level from 1 to 5; this determines the number of rounds to play, 32/64/128/256/512 respectively. Display the top 5 scores for that difficulty level (read in from the disk; the top scores file starts out empty). 3. Ask for the player’s initials and display them with a blank score below the top 5 scores. 4. Instruct the player to make that many choices, attempting to be as random as possible, and show how many choices remain. For example, for difficulty level 1 the setup screen might say “You have 32 choices to go; click Heads or Tails.” Remember to redraw the screen each time you change a graphical object! 5. After that, for each of the next 32 player choices (for difficulty level 1), the computer first makes a secret guess based on the percentage of heads for the most recent 32 choices. For example, if the program calculates that 75% of the most recent 32 choices were heads, then 75% of the time it will guess that the next choice will be heads and 25% of the time it will guess that the next choice will be tails. When the computer has made its secret guess, tell the player to choose and then have the computer say something like “I guessed right—no points for you!” or “You outsmarted me—10 points for you!” 6. When all the guessing rounds are done, add the player’s score and initials to the scores list, sort the list of 6 scores, and write the top 5 out to disk with initials. Then the next time the game is played, that file will be read in and displayed in step 2 above. Ask the player if they want to play another game or quit. EXTRA ITEMS • Add a countdown timer to limit the player to 5 seconds per move. If time expires then say “Time’s up! No points! Next move?” Display a digital clock with the time remaining. Hint: Check the online FLTK documentation for Fl::add_timeout. Note: A timeout just reduces the number of remaining choices in this guessing round (thereby reducing the maximum player score). • Visually display the per cent of the times the computer has guessed correctly so far in this game. • Modify the game to have three choices, e.g., red/white/blue, 1/2/3, etc. ________________________________________________________________________ This is a team project, with three or four students on a team. The instructor will assign the teams. (Note: If there are any problems with your team assignment, please talk to your TA promptly.) Divide up the code, with each student on a team of 3 doing two of the six items on page 1. If you have a fourth team member, that person must do one of the extra items. A team of 3 will receive 5 points extra credit for doing one “Extra Item” or 10 points for doing two. A team of 4 will receive 5 points extra credit for doing a second “Extra Item.” You must use at least two C++11 or C++14 or C++17 features, such as auto and range-based for. (See the reference pages on http://cplusplus.com/ to see if a feature is C++11 or C++14 or C++17.) You must write at least two classes of your own, with separate header and implementation files. Follow good style, and limit each function to no more than 24 lines (one terminal window). Each team member is expected to have a rough idea of how all the code works, and should be able to explain in detail how their own part of the code works. Choose a clever name for your team (but keep it clean ). Be creative in deciding how to meet these specifications in an attractive and user-friendly way, but get the basic functionality working before you try to make it too fancy, or you may run out of time! All user input and output must be through the GUI, not the console window. However, you may use the console window for printing debugging messages for the developers (your team). Your program should compile and run without change on the Visual C++ 2015 environment in the lab or build.tamu.edu with g++ -std=c++17 and X windows. Your program must be submitted both to CSNET and also on a CD or DVD. The project report (described below) should be submitted on paper to your TA, along with your CD or DVD. You only need to submit one report and CD or DVD and CSNET file per team. Write a report according to the outline below. All team members will receive the same project grade, unless some team member does not do his/her part (see report outline below). Important! You must demonstrate your project to your TA or it will not be graded! Note about teamwork: Immediately exchange contact information with your teammates and schedule times to meet and work on the project. If your teammates are in the same lab section, you have the two hours per week during lab, but in any case you need to schedule meeting times outside of lab. As meeting scheduling can be difficult, use this lab time wisely! Attendance will be taken during lab, so that complaints of “We could never find a time to meet” will not be taken seriously. REPORT OUTLINE The project report must be printed on a laser printer. The report should include the following sections: 1. Team information (team name, members’ names, who did what, did each member do a fair share of the work) 2. Statement of the problem, significance, etc. 3. Restrictions and limitations 4. Explanation of your approach (analysis to choose a strategy for programming the project, how you coded it, etc.) 5. Sample run (screen shots) 6. Results and analysis 7. Conclusions – What did you show? What did you learn? 8. Future research (how your program could be improved or extended) 9. Instructions on how to run your program 10. Listing of the COMMENTED program 11. Bibliography – references used, if any

Sex, Gender, and Popular Culture Spring 2015 Look through popular magazines, and see if you can find advertisements that objectify women in order to sell a product. Alternately, you may use an advertisement on television (but make sure to provide a link to the ad so I can see it!). Study these images then write a paper about objectification that deals with all or some of the following: • What effect(s), if any, do you think the objectification of women’s bodies has on our culture? • Jean Kilbourne states “turning a human being into a thing is almost always the first step toward justifying violence against that person.” What do you think she means by this? Do you agree with her reasoning? Why or why not? • Some people would argue that depicting a woman’s body as an object is a form of art. What is your opinion of this point of view? Explain your reasoning. • Why do you think that women are objectified more often than men are? • How does sexualization and objectification play out differently across racial lines? • Kilbourne explains that the consequences of being objectified are different – and more serious – for women than for men. Do you agree? How is the world different for women than it is for men? How do objectified images of women interact with those in our culture differently from the way images of men do? Why is it important to look at images in the context of the culture? • What is the difference between sexual objectification and sexual subjectification? (Ros Gill ) • How do ads construct violent white masculinity and how does that vision of masculinity hurt both men and women? Throughout your written analysis, be sure to make clear and specific reference to the images you selected, and please submit these images with your paper. Make sure you engage with and reference to at least 4 of the following authors: Kilbourne, Bordo, Hunter & Soto, Rose, Durham, Gill, Katz, Schuchardt, Ono and Buescher. Guidelines:  Keep your content focused on structural, systemic, institutional factors rather than the individual: BE ANALYTICAL NOT ANECDOTAL.  Avoid using the first person or including personal stories/reactions. You must make sure to actively engage with your readings: these essays need to be informed and framed by the theoretical material you have been reading this semester.  Keep within the 4-6 page limit; use 12-point font, double spacing and 1-inch margins.  Use formal writing conventions (introduction/thesis statement, body, conclusion) and correct grammar. Resources may be cited within the text of your paper, i.e. (Walters, 2013).

You have had the unique opportunity to develop a career plan in this academic program. By determining career goals and objectives, you should have become insightful and capable of assessing your current skills and abilities and their respective usefulness in attaining that ideal position. According to your plan, what training and education may be required before advancement is possible with respect to your future plans? What is the biggest obstacle you face in search of success?